PARLARE ALL’UNIVERSITÀ: UN’ANALISI PRAGMALINGUISTICA DEI COLLOQUI TRA DOCENTI E STUDENTI ITALOFONI E INTERNAZIONALI
DOI:
https://doi.org/10.54103/2037-3597/23829Abstract
La conversazione tra studenti e docenti è un tipo di discorso istituzionale, caratterizzato da un’asimmetria relazionale, basata sui ruoli sociali e sulla diversa distribuzione del sapere. Questo studio si occupa del livello di analisi pragmalinguistico, concentrandosi sulla formulazione dell’atto linguistico di richiesta. Lo studio presenta dati su come gli studenti universitari formulano le richieste e su come le modificano oralmente quando parlano con un professore. Un totale di 398 minuti di conversazione, 92 prodotti da parlanti nativi italiani (PN) e 196 eseguiti da parlanti non nativi italiani (PNN), sono stati analizzati in relazione al tipo e alle prospettive di richiesta, alla quantità e al tipo di mitigazione. I risultati dello studio mostrano che sia gli studenti italiani che quelli internazionali tendono a organizzare conversativamente le richieste secondo scelte preferenziali, in termini di strategie, prospettive e mitigazione delle richieste, riflettendo l'asimmetria dei ruoli studente/insegnante. Tuttavia, le performance degli studenti internazionali sono caratterizzate da fenomeni di verbosità.
Speaking at university: a pragmalinguistic analysis of conversations between professors and Italian-speaking and international students
The conversation between students and professors is a type of institutional talk, characterized by relational asymmetry, based on social roles and different distribution of knowledge. This study concerns with the pragmalinguistic level of analysis, focusing on the formulation of the linguistic act of request. The study presents data on how academic students formulate requests and how they orally modify them when they talk with a professor. A total of 398 minutes of conversation, 192 produced by Italian native speakers (PN) and 196 performed by Italian non-native speakers (PNN), were analyzed with regard to request type and perspectives, amount and type of mitigation. Findings of the study show that both Italian and international students tend to conversationally organize requests according to preferential choices, in terms of the strategies, perspectives and mitigation of requests, reflecting the asymmetry of student/teacher roles. Nevertheless, the performances of international students are characterized by verbosity phenomena.
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